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Leading with pedagogy Sam Harris, University of Queensland

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Leading with pedagogy Sam Harris, University of Queensland

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The ePortfolio engagement process at the University of Queensland is led by the simple but critical precept of viewing ePortfolio integration firstly from a teaching and learning perspective. Leading with pedagogy will explore the implications of commencing the engagement process with pedagogy to the fore, and the impact that this has on ePortfolio use and uptake across the University. Several program-level ePortfolio case studies will be unpacked to show the process of leading pedagogical change in action, including the modification of existing learning tasks, the adoption of new assessment modalities, and the potential for improved tracking of student progress and achievement.

The ePortfolio engagement process at the University of Queensland is led by the simple but critical precept of viewing ePortfolio integration firstly from a teaching and learning perspective. Leading with pedagogy will explore the implications of commencing the engagement process with pedagogy to the fore, and the impact that this has on ePortfolio use and uptake across the University. Several program-level ePortfolio case studies will be unpacked to show the process of leading pedagogical change in action, including the modification of existing learning tasks, the adoption of new assessment modalities, and the potential for improved tracking of student progress and achievement.

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Leading with pedagogy Sam Harris, University of Queensland

  1. 1. Leading With Pedagogy Sam Harris Learning Designer: ePortfolio
  2. 2. • Examine the “new” UQ ePortfolio • Unpack our pedagogy-led process • Review some case study examples • Explore future directions Leading With Pedagogy
  3. 3. 12 Schools included: • HABS – School of Health and Rehabilitation Sciences HABS – School of Dentistry HABS – School of Pharmacy HABS – School of Human Movement Studies HABS – School of Nursing and Midwifery and Social Work HABS – School of Psychology • HASS – School of Education HASS – School of Social Science HASS – School of Communication and Arts HASS – School of Historical and Philosophical Inquiry • MEDS – Faculty of Medicine MEDS – School of Public Health And: UQ Student Employability Centre Initial Phase of the Project
  4. 4. Student Strategy Project Timeline Needs Analysis Commenced in Dec 2014 (3 months) System Selection (9 months) Embed within Curriculum (Commenced Oct 2016) The Pilot (12 months) We Are Here TIG 2014 TIG 2015
  5. 5. System Selection User Testing The Pilot (2016)
  6. 6. Current Engagement Process Request to Meet (form on website) Program Readiness Pedagogy Configuration Training Community of Practice
  7. 7. • Key Objectives – Ensure that the ePortfolio will be used to enhance teaching and learning outcomes – Ascertain the Program’s intended use (within specified models) – Demonstrate the ePortfolio functionality – Provide a platform for Program-specific questions and answers – Communicate the deployment process • Guiding the process – ePortfolio models of use – Teaching & Learning Analysis survey Program Readiness
  8. 8. ePortfolio Models of Use Track Development Tracks student performance across chosen performance indicators over time. This can allow for student goal-setting and tracking (student-centred), as well as effectively charting student progress against the Program learning objectives, skills and competencies (teacher-centred). Collaborate Provides a platform for the creation of learning activities based upon student collaborative production and peer assessment. Reflect Develops self- and peer-reflective practices within students. This allows students to contextualise their work within their academic and professional growth. Showcase Provides students with a means of presenting an array of exemplary work. This can be used by the student after graduation for professional accreditation, while seeking employment, and for establishing an academic/professional identity.
  9. 9. Teaching & Learning Analysis Survey 1 0 2 2 1 0 0 1 0 2 2 2 3 0 0 0 4 2 5 5 6 2 2 2 7 8 5 6 5 5 3 3 6 6 4 3 3 11 13 12 0 2 4 6 8 10 12 14 Trackingstudent performanceover time Studentgoal-setting andtracking Introducingor expandingFormative Assessmentand feedback Enhancedor alternative assessments Studentcollaboration inlearning Developingstudent reflectivepractices Opportunitiesfor studentsto practice/demonstrate skills,strategiesand processes Student professional/academi cidentityformation Which of the following ePortfolio capabilities are you interested in? Please rate from 1 (Not interested at all) to 5 (Extremely interested): 1 2 3 4 5
  10. 10. • Key Objectives – Rework assessment tasks to optimise use of the ePortfolio, with a focus on best teaching and learning practice – Review, standardise and quality-assure rubrics – Perform any required curriculum mapping, particularly for longitudinal learning outcomes (professional competencies, graduate outcomes, etc.) • Guiding the process – Mapping documentation – T&L Resource packs Pedagogy
  11. 11. ePortfolio Case Studies
  12. 12. Uses in Program • Students create professional portfolios for teacher registration • Students use the ePortfolio to gather and organise resources from their professional placements Benefits realised • ePortfolios are initially structured by the Program, with greater student flexibility as they progress • The ePortfolio allows for a greater variety of assessment evidence: text, video, audio, images and forms. Master of Teaching (Primary)
  13. 13. Uses in Program • Students submit assessment and reflections while on external placement • Students’ professional competencies are mapped and tracked through the ePortfolio Benefits realised • Reduction in onerous tracking of student assessment while on external placement • Acted as a catalyst for change, leading to a standardisation of reflective assessment Bachelor of Pharmacy (Hons)
  14. 14. Uses in Program • Students submit assessment and reflections while on external placement • Students have a central hub for growing a bank of professional resources Benefits realised • Improvement in formative assessment practices, through facilitation of multiple, cumulative submissions • Better quality assurance of external assessment, through improved feedback guidance Master of Speech Pathology Studies
  15. 15. Uses in Program • Students submit assessment to central location • Program level outcomes are mapped to course assessment instruments Benefits realised • Provides a “next step” for Program-level outcomes, with real-time tracking of student progress • Precipitated discussions regarding course assessment standardisation Bachelor of Criminology & Criminal Justice
  16. 16. • Faculty of Health & Behavioural Sciences – Bachelor of Nursing [Semester 1] – Bachelor of Midwifery [Semester 1] – Bachelor of Nursing and Midwifery [Semester 1] – Master of Nursing Studies [Semester 1] – Master of Nurse Practitioner Studies [Semester 1] – Bachelor of Pharmacy (Honours) [Semester 1] – Graduate Certificate in Pharmacy Practice [Semester 1] – Master of Dietetics Studies [Semester 1] – Bachelor of Dental Science (Honours) – Master of Speech Pathology Studies – Master of Occupational Therapy Studies – Master of Business Psychology • Faculty of Humanities & Social Sciences – Bachelor of Arts (WRIT3613 Making History) – Bachelor of Criminology & Criminal Justice (Honours) – Master of Teaching (Primary) [Semester 1] • Faculty of Medicine – Doctor of Medicine (Pilot) – Bachelor of Health Sciences Onboarding 20 Programs in 2017 • Faculty of Engineering, Architecture & Information Technology – Bachelor of Engineering (Honours) & Master of Engineering: Professional Experience • Faculty of Business, Economics & Law – Master of Business (MGTS7621 Career Transition) • Faculty of Science – Bachelor of Veterinary Science (Pilot)
  17. 17. • Faculty of Health & Behavioural Sciences – Master of Audiology Studies – Bachelor of Physiotherapy (Honours) – Bachelor of Health, Sport & Physical Education – Bachelor of Social Work – Master of Social Work Studies – Master of Psychology – Bachelor of Speech Pathology Studies • Faculty of Humanities & Social Sciences – Bachelor of Music • Faculty of Medicine – Doctor of Medicine Onboarding 17 Programs in Sem 1 2018 • Faculty of Engineering, Architecture & Information Technology – Bachelor of Engineering (Honours) • Faculty of Business, Economics & Law – Master of Tourism, Hospitality & Event Management (TOUR7040 Professional Experience) • Faculty of Science – Bachelor of Veterinary Science – Bachelor of Veterinary Technology – Bachelor of Sustainable Agriculture – Bachelor of Equine Science – Bachelor of Wildlife Science – Bachelor of Occupational Health & Safety Science
  18. 18. Have a process… and stick to it! Define potential benefits, then ask prospective users to choose from the potential affordances. Advertise from multiple angles. ePortfolios are an atypical IT implementation; lead times are very long, as T&L practice has to be modified. Exposed inconsistencies are opportunities: ePortfolios break down silos. Lessons Learned
  19. 19. Project Sponsor: Professor Sarah Roberts-Thomson Project Managers: Tamara Pratt, Renee Golding & Greta Scott-Hunter Project Team: Jessica Tsai Dr Sam McKenzie Elizabeth Wardrop Ailsa Dickie Nathan La Burniy Sam Harris Special thanks to Dr Christine Slade for her support and guidance. Project Team (Past & Present)

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